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Syllabus of Courses in Education 

TEACHER-TRAINING HIGH 
SCHOOLS of MISSOURI 

ISSUED BY 

State Department of Education 

JEFFERSON CITY, MISSOURI 




SAM A. BAKER 

STATE SUPERINTENDENT OF PUBLIC SCHOOLS 

NINETEEN TWENTY-ONE 



/&QJ--&. 



Syllabus of Courses in Education 

TEACHER-TRAINING HIGH 
SCHOOLS 0/ MISSOURI 



ISSUED BY 

State Department of Education 

JEFFERSON CITY, MISSOURI 




SAM A. BAKER 

STATE SUPERINTENDENT OF PUBLIC SCHOOLS 
NINETEEN TWENTY-ONE 



^r^jA^^s 






LIBRARY OF CONGRESS 

NOV 301921 

DOCUMEMo ili. VISION 



The Hugh Stephens Co. 

Printers 

Jefferson City 



INTRODUCTION 

^^ The last session of the Legislature saw fit to amend the 
jTeacher-Training law by doubling the state aid for teacher- 
training schools. Where there is one school in the county, the 
school will receive $1,500; where there are two such schools in 
* a county, each will receive $1,200; $2,400 is the maximum aid 
that can be given to any county; and it is worthy of note that 
the Legislature took this forward step without being urged to 
do so by anyone. 

Such action on the part of the state's representatives be- 
speaks the people's interest in the important work of training 
teachers adequately for directing our rural schools in an efficient 
manner. We are all coming to realize that the children in our 
rural schools must have better educational advantages and that 
one step in this direction is to give them better prepared teachers. 

As a result of the increased appropriations to teacher-train- 
ing schools, the salaries of teacher-training instructors have 
been increased the state over. Last year the minimum salary 
was $1,000; this year it is $1,350, while the maximum has 
reached $1,800. The median salary for the state is about $1,500. 

A second result of the increased appropriations for teacher- 
training schools is the* great demand in all sections for this course. 
Last year the course was installed in ninety-nine high schools 
and in the academies of five of the colleges of the state. This 
year one hundred twenty-nine high schools and academies have 
been recognized as teacher-training schools and a number of 
applications had to be rejected because of a lack of funds. There 
is, too, a marked increase in the enrollment of teacher-training 
classes; while the number for a class is ten pupils, the average 
class this year is about twenty. 



(3) 



In this connection the following tables may prove interest- 
ing; the first one shows the number of high school graduates re- 
ceiving certificates beginning with 1914; the second, the biennial 
apportionment to teacher-training high schools, beginning with 
1913. 



Year. 


No. of certif- 
icates issued 


1914 


628 


1915 


634 


1916 


774 


1917 


701 


1918 


718 


1919 . 


763 


1920 (up to June 1920) 


680 


1921 


880 







Year. 


Amount. 


1913 . . 


$100 000 


1915 


160 000 


1917 , 


175 000 


1919 . 


200 000 


1921 


225,000 







Here a word of recognition is due the teacher-training in- 
structors. We have just spoken of the marked recognition the 
course has received, and no small part of the success of the work 
is due to the efforts of the teacher-training instructors. As a 
group they are people of large experience and well prepared for 
their work. They are conscientious and fully realize the magni- 
tude of the problems which they are called upon to solve. It is a 
common observation on the part of superintendents, principals 
and school inspectors that the teacher-training departments are 
among the most efficient departments of our school systems and 
this efficiency is largely due to well-prepared teachers and pupils. 

Let the past be an augury of the future. With better- op- 
portunities and a just recognition of our service well rendered, 
we have every reason to be optimistic and contemplate the fu- 
ture with high hope and firm resolve, knowing that no one ren- 
ders better or more lasting service to society than does the 
capable and devoted teacher. 



(4) 



THE TEACHER -TRAINING LAW 



AN ACT to provide for teacher-training courses in certain high schools and academies, and 
to provide for state aid to high schools giving such teacher-training courses, with an 
emergency clause. 



SECTION 

1. Teacher - training courses — provisions 

for — what grades. 

2. State aid— amount of — payable how — 

superintendent to make report — au- 
ditor to send amount to county clerk. 

3. State aid — when more than one high 

school — requirements for. 

4. Inspector of teacher-training — appoint- 

ment of — salary. 



SECTION 

5. State school superintendent — duty of — 

teacher-training classes. 

6. Examination for graduation — fee for 

certificate — apportionment of fee — 
account to be kept by state school 
superintendent . 

7. Certificate of graduation — issued by 

whom — grades — fee. 

8. Emergency. 



Be it enacted by the General Assembly of the State of Missouri, as 

follows: 

Sec. 1. Teacher-training courses — provisions for — what 
grades. — For the purpose of increasing the faciUties for training 
teachers for the elementary and rural public schools, by requiring 
a review of such common branches as may be deemed essential by 
the state superintendent of public schools and for instruction in 
elementary pedagogy, including the art of teaching elementary 
agriculture, provision is hereby made for teacher-training courses 
in the eleventh and twelfth grades of such approved first class 
high schools as the state superintendent of public schools may 
designate: Provided, that such high schools shall be selected 
and distributed with regard to their usefulness in supplying 
trained' teachers for the elementary schools of all portions of 
the state and with regard to the number of teachers required 
for the elementary schools in each portion of the state: Pro- 
vided, that private and denominational schools be eligible to 
the provisions of this act, except as to receiving state aid. 

Sec. 2. State aid — amount of — payable how — superin- 
tendent to make report — auditor to send amount to county 
clerk. — Each public high school approved under the provisions 
of this act shall receive state aid to the amount of seven hun- 
dred and fifty dollars ($750.00) per annum, payable in two equal 
installments at the close of each semester as hereinafter provided. 
The superintendent of each such approved high school shall at 



Note: 
training aid. 



Schools getting state aid under the Wilson Aid Law cannot secure teacher- 
(See last sentence of section 1, page 101, of Kevised School Laws.) 

(5) 



6 Syllabus of Courses in Education 

the close of each semester' file such report with the state super- 
intendent of public schools as said ofTicer may require. Upon 
receipt of a satisfactory report the state superintendent of pub- 
lic schools shall certify to the state auditor the amount due said 
school and the county in which said school is situated, and shall 
also notify the county clerk of each county the amount due any 
school in his county. The state auditor shall draw a warrant on 
the state treasurer for the amount due such district and for- 
ward said amount to the county clerk of the proper county and 
the county clerk shall thereupon apportion said amount to the 
proper district. 

Sec. 3. State aid — when more than one high school — re- 
quirements for. — It is provided that in case more than one high 
school in any county shall be approved under the provisions 
of this act the total state aid distributed in such county shall 
not exceed twelve hundred dollars ($1,200.00), to be divided 
equally among said high schools. No high school shall be ap- 
proved as entitled to state aid unless a class of ten or more shall 
have been organized, maintained and instructed during the pre- 
ceding semester in accordance with the provisions of this act 
and the regulations of the state superintendent of public schools. 

Sec. 4. Appropriation, how expended — inspector — salary, 
etc. — The appropriation provided for by this act for the in- 
struction of pupils in the science and practice of rural school 
teaching and the teaching of elementary agriculture, may be 
expended in part for the inspection and supervision of such in- 
struction by the state superintendent of public schools and by 
such persons as he may designate, and the expense of such in- 
spection and supervision shall be paid out of said appropriation 
on vouchers certified by the state superintendent of public schools. 
In accordance with the foregoing provisions of this section, the 
state superintendent of public schools is authorized to appoint 
an inspector of teacher-training in high schools and private and 
denominational schools at a salary of not to exceed twenty-five 
hundred dollars ($2,500.00) per year, and the necessary travel- 
ing expenses while in the discharge of his duties. (Session Acts, 
1913; am.ended, 1919.) 

Sec. 5. State school superintendent — duty of — teacher- 
training classes. — The state superintendent of pubhc schools 
shall prescribe the conditions of admission to the teacher-train- 
ing classes, the courses of instruction, the rules and regulations 



Teacher-Training High Schools. .7 

under which such instruction shall be given and the require- 
ments for graduation subject to the provisions of this act. 

Sec. 6. Examination for graduation — fee for certificate — 
apportionment of fee — account to be kept by state school su- 
perintendent. — In each high school approved under this act, 
an examination for graduation from the teacher-training course 
shall be conducted under such rules as the state superintendent 
of public schools shall prescribe. Each applicant for such cer- 
tificate of graduation shall pay a fee of three dollars ($3.00) 
to the superintendent of schools of the county in which said 
applicant is attending high school. One dollar of said fee shall 
be sent by said county superintendent to the state superin- 
tendent of public schools, to be used to pay the cost of reading 
and grading the answer papers of such applicants and other 
expenses incident to such examinations, one dollar shall be used 
for the payment of the expenses of teachers' associations, and 
one dollar shall be retained by *the county superintendent for 
compensation for such work as the state superintendent of public 
schools may require of him in connection with teacher-training 
courses. The state superintendent of public schools shall keep 
an accurate account of all moneys received and disbursed by 
him in carrying out the provisions of this act. Any balance 
remaining in said fund shall be turned into the general revenue 
fund of the state by the state superintendent of public schools 
on the first day of September of each calendar year. 

Sec. 7. Certificate of graduation — issued by whom — 
grades — fee. — A certificate of graduation from the teacher- 
training course provided for in this act shall be issued by the 
state superintendent of public schools and shall be a valid license 
to teach in any public elementary or rural school in any county 
of the state for a term of two years on registration with the su- 
perintendent of schools of the county in which the applicant is 
em.ployed to teach. After thirty-two weeks of successful ex- 
perience and one term's successful work in a state teachers' 
college, in the state university, or in any standard college or 
university, any person holding a teacher-training certificate issued 
under the provisions of this act shall receive a first grade county 
certificate. On request of the superintendent of schools of the 
county under whose supervision the applicant may have taught, 
accompanied by a statement that the applicant has been suc- 
cessful as a teacher and by a certificate showing that the work 



8- Syllabus of Courses in Education 

prescribed above has been done, the state superintendent of 
public schools shall certify to the county superintendent the 
grades made by said applicant, and upon these grades a first 
grade certificate shall be issued to the applicant by the county 
superintendent on the payment of a fee of one dollar and fifty 
cents. 

Sec. 8. Emergency. — On account of the immediate need 
of trained teachers for the rural schools, an emergency is created 
within the meaning of the Constitution; therefore this act shall 
take effect and be in force from and after its passage and ap- 
proval. 

Approved March 14, 1913. 



Teacher-Training High Schools. 



REGULATIONS 

Complying with the provisions of the law, the regulations 
below have been made by the State Superintendent: 

1. The law limits teacher-training work to eleventh and 
twelfth grades of first class high schools, and private or denom- 
inational schools of equal rank. Post graduates of first class 
high schools may take the teacher-training course. Three high 
school teachers and the training course teacher constitute the 
minimum teaching force of such schools. In case the super- 
intendent does the training course work, four regular high school 
teachers are required besides the superintendent. In a county 
where no high school has four teachers in addition to the super- 
intendent, one first class high school having three teachers and 
the superintendent may be approved as a teacher-training school. 

2. Teachers for the training course work must be approved 
by the State Superintendent. The following requirements are 
made the basis for the approval of such teachers. 

(a) Ninety hours of college work in advance of an approved 
four-year high school course with credit of at least 30 semester 
hours in professional work in Education. 

(b) Twenty-four months of successful teaching experi- 
ence, a part of which must have been in rural schools. 

(c) Good personality and evidence of special fitness for 
the work of training teachers. 

3. Xo high school will be approved for the Teacher-Train- 
ing course unless the grades below the high school are taught by 
efficient teachers. No teacher will be considered as qualified 
to teach in the grades of teacher-training schools unless said 
teacher has completed at least thirty semester hours of work in 
some standard college. This thirty hours of work must be in 
addition to four years of approved high school work or its 
equivalent. In order that this ruling be not retroactive, this 
department rules that teachers who have been teaching suc- 
cessfully in teacher-training schools and who may be a little 
short of these requirements may be re-employed to teach in 
said schools provided that such teachers do summer school or 
correspondence work until the deficiencies are eliminated, and 
provided further that the superintendent and board of education 
are willing to vouch for the success of such teachers. 



10 Syllabus of Courses in Education 

4. All students who enter the teacher-training course are 
required to declare it to be their intention to prepare for teach- 
ing, that it is their purpose to engage in teaching in the public 
schools of Missouri, and to pledge themselves to remain in the 
course unless prevented by illness or excused by the State Su- 
perintendent of Public Schools. Students not signing the en- 
trance declaration may not elect any of the professional work. 
Students whose spoken or written English is notably deficient 
should be discouraged from taking work in education and no 
student whose standing ranks him among the "lower third" 
of the class to which he belongs is permitted to elect professional 
work except by permission of the State Superintendent. No 
student is permitted to enter the teacher-training course later 
than the fourth w^eek of the term without the permission of the 
State Superintendent. Entrance declarations, signed by all 
training course students, must be mailed to the State Superin- 
tendent each year not later than the close of the fourth week of 
school. 

5. No high school can receive state support for teacher- 
training work unless at least ten eligible students make the en- 
trance declaration and remain in attendance upon the course. 
If the number falls below ten, state support cannot be granted 
for that semester in which the number has fallen below the re- 
quirement. Unless more than ten students sign the entrance 
declaration, the teacher-training course should not be installed 
with the expectation of receiving state aid. If a school installs 
the teacher-training course and the number falls below ten, 
the students may receive certificates provided the course is 
satisfactorily completed. 

Schools getting state aid under the Wilson Aid Law can- 
not secure teacher-training aid. 

6. Classes of more than thirty should be divided for reci- 
tation purposes. 

7. The high school course of study for teacher-training 
students must include the following: Three units of Enghsh; 
one unit of Algebra; one unit of Agriculture; one unit of either 
Botany, Biology, Zoology, Chemistry, General Science, Physics 
or Physical Geography; two units of History, one being Ameri- 
can History; one unit in special or vocational subject — music, 
drawing, physical training, household arts, manual training or 
commercial subjects; and three of Education. (Beginning with 
the school year of 1921-22 one-half unit of Rural Sociology and 



Teacher-Training High Schools. 11 

one-half unit of Civics, with special emphasis upon Community 
Civics, will be required instead of the one unit in special or vo- 
cational subject mentioned above. If possible, Rural Sociology 
and Civics should be taken during 1920-21.) 

8. No teacher-training certificate will be granted until 
all the teacher-training course is completed. The teachers' 
certificate granted at the close of the course is given only to 
those who are graduated by the high school after attendance of 
four years. An average of "M" is required. 

9. The three units in education shall be given according 
to the outlines included in this syllabus. 

10. To change a teacher-training certificate into a first 
grade county certificate, the holder must complete the follow- 
ing requirements not later than the summer in which the Teacher- 
Training Certificate expires: First, the holder must teach suc- 
cessfully not less than thirty-two weeks; second, the holder 
must attend some standard advanced educational institution 
not less than eight weeks, making a total credit of not less than 
eight semester hours. When these conditions have been met 
the holder of the Teacher-Training Certificate must make appli- 
cation to the County Superintendent for a first grade certificate. 
The county superintendent will request grades from the state 
superintendent on which to issue a first grade certificate in lieu 
of a teacher-training certificate. Uniform blanks will be fur- 
nished the county superintendent for making this request. 
A record of the advanced term's work must be filed with the 
State Superintendent. Advanced work used to make up credit 
for any part of the required teacher-training course which may 
have been omitted cannot be counted toward meeting the ad- 
vanced work required for the exchange of a teacher-training 
certificate for a first grade certificate. 

11. Students who graduate from the high school after 
having done Courses I, II and III and who have not completed 
the full teacher-training course may receive their certificates 
after the deficiencies are made up. Such deficiencies may be 
eliminated by attending any standard college or doing corre- 
spondence work with the same. Five semester hours of college 
work shall be counted the equivalent of one high school unit. 

12. Teacher-training pupils who have taken the Teacher- 
Training courses and have failed to receive the Teacher-Train- 
ing Certificate because of "I" grades made either in the Teacher- 
Training examination or in the regular high school subjects 



12 Syllabus of Courses in Education 

may work off such deficiencies in summer school. To raise 
an 'T" grade, five hours of college work or one high school unit 
must be completed with a grade of "M" or better for each high 
school unit in which a grade is to be raised. For review courses, 
such as Arithmetic, Geography, Reading, Language-Grammar, 
etc., two and one-half hours of college work or one-half high 
school unit must be completed with a grade of "M" or better 
for each fractional unit grade to be raised. To eliminate "I" 
grades the .same or work of a similar nature must be taken. 

"I" grades may be made up by correspondence under the 
same regulations as govern the making up the deficiencies in 
summer school. 

"F" grades made in Teacher-Training examinations may 
be raised only by taking again the regular teacher-training ex- 
amination in that subject. Teacher-Training pupils may take 
a second time all or any part of the Teacher-Training examina- 
tions by paying an additional fee. No special examination will 
be granted to raise grades. 

13. Entrance declarations shall be made by all students 
entering the teacher-training course and the same shall be mailed 
to the State Superintendent during the first week of school. 
The State Department of Education will furnish blanks for this 
purpose. The entrance declaration blanks will provide space 
for certifying the high school record and the daily program for 
each student enrolled. 

14. Students are permitted to carry four subjects. Only 
those who have made an excellent record are permitted to 
carry more while enrolled in the training course and this ad- 
ditional work must in every case be a special. A student's 
record may be considered excellent only when his standing ranks 
him among the "upper third" of the class to which he belongs. 

15. The training course teacher shall teach not more than 
five recitation periods per day, including the keeping of study 
hall. 

16. A comfortable room must be furnished for the use of 
training classes. As nearly as possible this room should be 
reserved exclusively for teacher-training work. 

17. A professional library, in value not less than $150.00, 
must be provided for the use of training classes. One hundred 
volumes of this library must be chosen from the list named by 
the State Superintendent. In addition, schools must provide 
from $15.00 to $25.00 or more each year to be invested in new 



Teacher-Training High Schools. 13 

books or in subscriptions to professional magazines and papers. 
At least two educational magazines must be taken and a com- 
plete file of all numbers of these magazines for the current school 
year must be kept in the teacher-training library. 

18. The schedule of classes for the teacher-training instruc- 
tor should be so arranged, when possible, that all her classes 
except Course III come in the forenoon. This will enable her 
to spend the entire afternoon when necessary in directing and 
supervising observation work and practice teaching. 

19.. It shall be the duty of the teacher-training instructor 
to instruct the graduates of the teacher-training course fully 
as to the matter of exchanging teacher-training certificates for 
first grade certificates. 



14 Syllabus of Courses in Education 



EXAMINATIONS AND CERTIFICATES 

1. One examination shall be given near the end of the school 
year (last of April or first of May). The questions for this 
examination will be furnished by the state department of edu- 
cation and will cover the work up to the time of examination. 
This examination, must be conducted by the county superin- 
tendent or some one appointed by him who is in no way con- 
nected with the school. The papers will be graded and rules 
formulated for the examination by the State Superintendent 
of Schools. Writing and Spelling will be estimated upon the 
basis of written work. Grades in spelling and writing will be 
issued only to those who are completing the course. Writing 
will be measured by the Thorndike scale and spelling by the 
per cent of words misspelled in examination. 

2. Uniform questions will be sent by the State Superin- 
tendent to the county superintendent, who will conduct the ex- 
amination in the high school (or academy) building. Questions, 
sealed, to be opened in the presence of the class at the time of 
the examination, will be sent to each town in which a class 
is being conducted and will be addressed to the county super- 
intendent of schools in care of the city superintendent of schools. 
If more then one training class is in the county, the county super- 
intendent may appoint some other person or persons to aid 
him in conducting the examination. 

3. The county superintendent shall give each apphcant 
a number (e. g., ITT, 2TT, 3TT) and send this number with the 
student's name to the State Superintendent. The student's 
number and the name of the school should be placed at the top 
of each sheet used in the examination. 

4. The usual conditions for fair and honest examinations 
are to be required. No comments or explanations may be made — 
ability to interpret the questions being considered part of the 
examination. Students may be given not less than one and 
one-half hours for each subject, nor more than two hours. A 
brief recess may be given between subjects, and no questions in 
any subject should be given the class until all papers written in 
the preceding subjects have been collected by the examiner. 

5. Immediately after the examination all papers must be 
sent to the State Superintendent. In each subject the paper 



Teacher-Training High Schools. 15 

will be graded as a whole rather than upon the basis of a def- 
inite credit for each question. Omission of any required answer 
will be interpreted to mean inability to answer the question. 
Unless specifically mentioned as optional, all questions given 
are required. Only papers which fail to receive a passing grade 
will be returned. 

6. The examination fee provided by law is payable at the 
time of the examination to the county superintendent by all 
fourth year students taking the examination. This fee pays 
for one examination in each subject. A student who takes all 
the examinations but fails to secure the certificate will be re- 
quired to pay a second fee if he takes any part of the examination 
in a subsequent year. The county superintendent will give a 
receipt to all who pay the fee and send a list of their names to 
the State Superintendent with one dollar of each fee paid. 
(A third year student who fails in examination is not required 
to pay a double fee during the fourth year.) 

7. Only students who are graduated by the high school 
upon completion of sixteen units of work, including the required 
subjects, and who have passed the examinations given by the 
State Superintendent, will be granted the certificate. Cer- 
tificates will not be issued to students who are given high school 
credit for work completed in one-room rural schools. Grades 
in the three courses in education will be based equally upon the 
high school records and upon passing grades made in these ex- 
aminations. 

8. A complete transcript of each candidate's four-year 
record will be required at the close of the high school course. 
This record will be used in determining final grades for the cer- 
tificate and will include the following items: the subjects studied 
and the length of time each was pursued, with the year when 
the work was done; the grades for each quarter, semester, or 
term; an estimate of the student's attainment in each unit of 
work, showing his standing when judged comparatively. In 
this "teachers' estimate" "M" should be used for the middle or 
average group, "S" or "E" for the group above, and 'T" for 
the group below, the entire high school being taken into consider- 
ation. Abnormally high or low grades and estimates in any 
subject, indicating failure of any teacher to correlate or grade 
carefully, should be explained when the grades are sent in. 

9. The grades of E (excellent), S (superior), M (medium), 
I (inferior), F (failure) will be used in grading papers and in 



16 Syllabus of Courses in Education 

estimating final standing for the certificate. In general, one- 
half the grades will be M; the other half will be about equally 
divided between those above and below M. E will be given to 
the few — not more than five per cent — of highest rank. Final 
grades for the certificate must maintain an M (medium) standard. 
For each I (inferior) grade there must be a grade in one of the 
groups above M (S, superior; or E, excellent). 

10. The spelling and writing of senior students are graded 
from answer papers. In spelling, those who misspell no word 
in either examination are given E; one word, S; two, three or 
four, M; more than four, I. Writing which measures more than 
thirteen by the Thorndike scale is given E; twelve or thirteen 
S; eleven, M; below eleven, I. 

11. Certificates for those who. successfully complete the 
course and pass the examination will be sent to the secretary 
of the school board, or the superintendent of city schools, unless 
the Department of Education is requested to send them to some 
other responsible person. 

12. Grades in professional subjects made in the high 
schools and examination can be used upon no certificate except 
that given to those who successfully complete the teacher- 
training course. 

13. Any person holding a teacher-training certificate and 
having complied with all the requirements mentioned in sec- 
tion 7 of the teacher-training law, making at least eight semester 
hours college credit, may receive a first grade county certificate. 
The grades on which to issue such a first grade certificate must 
be requested by the county superintendent on a blank form 
furnished by the State Department of Education. 

Following is the list of high schools and academies main- 
taining the teacher-training course for the year 1921-22: 

Adrian Bowling Green Carrollton 

Albany Braymer Carthage 

Anderson Brunswick Centralia 

Appleton City Buffalo Chillicothe 

Aurora Butler Clayton 

Auxvasse California Clinton 

Ava Cameron Charleston 

Bethany Campbell DeSoto 

Bolivar Canton Dexter 
Boonville 



Teacher-Training High Schools. 



17 



Doniphan 

East Prairie 

Edgerton 

Edina 

Eldon 

Eldorado 

Elsberry 

Excelsior Springs 

Flat River 

Forsyth 

Fredericktown 

Gallatin 

Glasgow ' 

Golden City 

Gorin 

Grant City 

Green City 

Greenfield 

Greenville 

Hardin 

Harrisonville 

Higginsville 

Holden 

Houston 

Huntsville 

Independence 

Ironton 

Jackson 

Jefferson City 

Joplin 

Kahoka 



Kirksville 

Lamar 

LaPlata 

Lancaster 

Lebanon 

Lees Sumrnit 

Lexington 

Liberty 

Linneus 

Macon 

Marshall 

Maysville 

Marshfield 

Milan 

Memphis 

Mexico 

Moberly 

Monett 

Monroe City 

Montgomery City 

Mountain Grove 

Mound City 

New Bloomfield 

New Franklin 

Nevada 

Neosho 

Osceola 

Palmyra 

Plattsburg 

Paris 

Pattonsburg 



Perry 

Perryville 

Poplar Bluff 

Princeton 

Queen City 

Richmond 

Ridgeway 

Rockport 

Rolla 

Salem 

Salisbury 

Savannah 

Sedalia 

Shelbina 

Shelbyville 

Slater 

Steelville 

Ste. Genevieve 

Tarkio 

Thayer 

Trenton 

Troy 

Unionville 

Vandalia 

Warsaw 

Washington 

Webb City 

West Plains 

Winona 

Windsor 



PRIVATE ACADEMIES. 

LaGrange College, LaGrange. 

Missouri Wesleyan College, Cameron. 

Kidder Institute, Kidder. 

Will Mayfield College, Marble Hill. 

Southeast Missouri Teachers College, Cape Girardeau. 

Central Wesleyan College, Warrenton. 

Marionville Academy, Marionville. 



18 Syllabus of Courses in Education 



COURSE ONE— REVIEWS. 

The past year course one included reading, language- 
grammar, geography, arithmetic and physiology, hygiene and 
home nursing. But the experience of teacher-training instruc- 
tors and the observations of the inspector have led us to change 
this course. Next year this course will embrace the following 
four studies with a suggested time allotment: Reading, nine 
weeks; language-grammer, nine weeks; geography, nine weeks; 
arithmeti(?, nine weeks. 

The above time allotment is not fixed. The department is 
willing that the instructor should have some option. Much will 
depend upon the needs of the individual class. If, in the opinion 
of the instructor, a class needs more time in arithmetic or geog- 
raphy than in reading, she is free to make such a change. What 
we want is results, not marking time. 

It is pertinent to add here that the subjects making up 
course one are very important; they are fundamental to the suc- 
cess of any teacher, and the year's work in this course should 
result in the pupils feeling that they have a sure and ready 
knowledge of what they are soon to teach. 

READING. 

(Suggested time, nine weeks.) 

There are two objectives to be realized in presenting this 
course. The first is that pupils should become better readers, 
both silently and aloud. The second is quite as important as 
the first. Pupils should become well acquainted with the lit- 
erature that is taught in the rural schools, and indirectly they 
should get a clear idea as to how this literature can best be pre- 
sented to intermediate and advanced classes. The topics in 
the following outline should receive close attention, but the 
order of presentation is not fixed: 

1. Standards in Oral Reading. 
Briggs and Coffman: 145-160. 
Charters: Teaching Common Branches, 109-113. 
Clark: I, II, III, IV. 
Sherman and Reed: I, II, III, IV, V, VI. 



Teacher-Training High Schools. 19 

2. Articulation, pronunciation, use of dictionary. 

Causes of poor articulation, means of improving; mak- 
ing pupils independent in pronunciation; use of the dictionary 
in intermediate and upper grades. 

Briggs and Coffman: 149-185. 

Goldwasser: 30-40. 

Sherman and Reed: XIII, XIV. 

3. Expression. 

Importance of motivation; overcoming defects, such as 
reading tone, sing-song, mere word-pronouncing; correction of 
mistakes; importance of proper breathing. 

Arnold: 162-164. 

Clark: X, XI, XII, XIII, XIV. 

Sherman and Reed: XII. 

Briggs and Coffman: 37-44; 55-61; 145-148. 

4. The subject matter of reading in the lower grades. 
Students should become familiar with the subject mat- 
ter of reading in the primary grades and should learn and prac- 
tice telling many of the stories listed on pages 38-45 of the State 
Course of Study. 

Bryant: How to Tell Stories to Children: 29-46; 126-253. 
Bryant: Stories to Tell Children. 
Klapper: Teaching Children to Read: VII. 
State Course of Study: 16-24; 38-45. 

5. The study of literature in the grades. The purpose of 
such study; what should be emphasized; securing appreciation; 
literary units versus the study of fragments; the value of read- 
ing and telling aloud; the study of literary style; figures of speech. 

Charters: Methods of Teaching, 47-54. 
Clark: 231-254 (rhythm). 

McMurry: Special Method in Reading, IX, X, XL 
Goldwasser: 49-92. 

Briggs and Coffman: XVIII, XIX, XX, XXI. 
State Course of Study for Elementary Schools: grades 
five, six, seven and eight. 

6. The teacher-training library should supply the follow- 
ing classics with which the student should become familiar, as 
they are to be taught in the rural schools: 



20 Syllabus of Courses in Education 

Autobiography of Franklin; The Story of Lincoln; King of 
the Golden River; Pied Piper; Dickens' Christmas Carol; Stories 
of Missouri; Hans Brinker; Legend of Sleepy Hollow; Miles 
Standish; Hoosier Schoolmaster; The Man Without a Country; 
A Dog of Flanders; Little Men; Little Women; Andrews' Ten 
Boys; Robinson Crusoe; Story of Robin Hood; Norse Stories; 
Birds and Bees; Enoch Arden; Thoreau's Succession of Forest 
Trees; Evangeline; King Arthur and His Knights; Guerber's 
Stories of the Great Republic; Hiawatha. 

7. For reading and memorizing: The Beatitudes; The 
Twenty-third Psalm; Home Sweet Home; The Star-Spangled 
Banner; The Arrow and the Song; Flower in the Crannied Wall; 
Abou ben Adhem; A Psalm of Life; Better Than Gold; The 
Village Blacksmith; The Daffodils; the last paragraph of Web- 
ster's Reply to Hayne; The Heritage; The Day is Done; Lin- 
coln's Gettysburg Speech; Bryon's Stanzas on Waterloo; Bry- 
ant's To a Waterfowl; For a' That a' That. 



ARITHMETIC. 

(Suggested time, nine weeks.) 

L In the presentation of this subject the following points 
should be constantly kept in mind: 

(a) The importance of reading a problem to discover what 
is given and what is to be found before a solution is attempted. 

(b) Many problems should be solved by merely indicating 
the process to be carried out. 

(c) Approximating results before the actual solution is at- 
tempted. 

(d) The student should be taught to check his work in 
• order to prove the correctness of his result. 

(e) Students are not sufficiently acquainted with any topic 
until they can make problems suitable for use in the several 
grades where the topic is taught. 

(f) Use of the blackboard. Good form, accuracy of state- 
ment, and clear graphic presentation. The pupil should be held 
for a demonstration that will make his solution clear, not only 
to high school pupils but also to pupils of the grades. 

(g) Much work in arithmetic should be done without paper 
and pencil. In this connection speed and accuracy should be 
stressed. 



Teacher-Training High Schools. 21 

(h) Short cuts are allowable only after children are thor- 
oughly acquainted with the principle involved. 

(i) A text of sufficient difficulty should be chosen as the 
basis of the work, preference being given to the adopted book 
of the county. It is desirable to have a number of books for 
reference and the instructor will do well to glean many prob- 
lems from situations of every-day life. 

(j) The State Course of Study for Elementary Schools 
from the fourth grade thru the eighth grade should be thoroughly 
understood. 

2. Outline of Course. 

(a) Notation and numeration. 

(b) Rapid and accurate work in addition, subtraction, mul- 
tiplication and division. The instructor will do well at this 
point to make the student familiar with the Curtis Speed Tests 
and give him considerable practice in using them. The pupil 
should also get into the habit of checking the work in funda- 
mental processes. 

(c) Divisors and multiples. Cancellation and the prin- 
ciple involved. Rules of divisibility. 

(d) Common fractions. 

The unity of fractions with division, as ^ or 3^4; 
clear statements as regards terms used; the importance of good 
form and accuracy of statement in the solution of problems; 
avoid cumbersome methods; much rapid work without pencil 
and paper; close examination of the State Course of Study for 
the fifth year. 

(e) Decimal fractions. 

Notation, numeration, reduction, fundamental opera- 
tions and aliquot parts with applications. Test the pupil thor- 
oughly in pointing off products and quotients. 

(f) Denominate numbers. 

Avoirdupois weight, linear, square, cubic, dry, liquid, 
time and circular measures with application. 

(g) Percentage and its applications. Emphasize the unity 
of fractions and percentage; profit and loss; commission; trade 
discount; bank discount; simple interest; compound interest; 
partial payments, not to exceed three payments; taxes, includ- 
ing duties and excises; insurance; stocks and bonds. Note the 
requirements of the- State Course of Study in these subjects. 

(h) Business forms. 

Bills, checks, drafts, notes, receipts. 



22 Syllabus of Courses in Education 

Pupils should be made clear as to the relationship of the 
parties involved in transactions and should be given ample prac- 
tice in writing the different forms. Pupils should also learn how 
to keep and balance accounts. (State Course of Study.) 
(i) Measurements. 

I. Lines, surfaces and solids, including triangle, 
parallelogram, trapezoid, circle, prism, cylin- 
der, cone and sphere. 
II. Applied measurements, including board meas- 
ure, plastering, papering, carpeting, bins, hay, 
land survey, etc. 
III. Longitude and time. 
(j) Ratio and simple proportion. 
(k) Square root and its applications. 
(State Course of Study.) 

LANGUAGE, COMPOSITION AND GRAMMAR. 

(Suggested time, 9 weeks.) 

In this course attention should be directed to the close 
relation existing between the work in reading, story telling, 
spelling and writing and the work in language, composition and 
grammar. 

Students should become familiar with the language-grammar 
work as outlined by the State Course of Study. They should also 
become acquainted with the general content of the adopted 
texts for the county. (The adopted texts may well be used as a 
basis for this work.) 

The following outline is suggested: 

1. Language and composition. 

(a) Telling and writing stories, writing easy descrip- 

tions, compositions, simple verse forms and 
rhymes. 

(b) Discussion of common errors, especially in the use 
of pronouns and irregular verbs, causes of these 
errors and best means of correction. (State Course 
of Study: 41.) 

(c) Memory gems and selections for memorizing; dis- 
cussion of material for this work in intermediate 
and grammar grades; the best means of commit- 
ing to memory. (Goldwasser: 108-118. Klapper, 
The Teaching of English: VII.) 



Teacher-Training High Sehools. 23 

(d) Outlining, paragraphing, margins and indenta- 
tions, syllabication at the end of lines, writing of 
titles and headings, use of italics. 

(e) The use of the period, comma, colon, semicolon, 
dash, parenthesis, interrogation point, exclama- 
tion point, hyphen, apostrophe, quotation marks 
in single, double or broken quotations, capitaliza- 
tion; dictation exercises. 

(f) Letter-writing, business forms, applications for 
position, invitations, acceptances, regrets. 

(g) Homonyms, antonyms, synonyms, word-roots and 
derivation through prefixes and suffixes. (Fifth to 
eighth year spelling.) 

(h) Abbreviations and contractions. 
Grammar. 

(a) Analysis and parsing. / 

The subjects in this outline are for the most part 
best presented by means of exercises in analysis 
and parsing. A limited amount of diagraming may 
be used to advantage, provided the student does 
not become a slave to the diagram habit. It 
should be made clear that the use or function of a 
word in a sentence determines the part of speech 
to which it belongs. Blackboard outlines for pars- 
ing and analysis should be presented so that stu- 
dents may become familiar with a systematic 
plan or form which they can use in teaching. 

(b) Kinds of sentences. 

Simple, compound, complex as to form. Declara- 
tive, interrogative, imperative, exclamatory as to 
use. 

(c) Components of a sentence. 

Subject; modifiers — word, phrase, clause. Bare, 

simple and com.pound subject. 

Predicate; m.odifiers — word, phrase, clause. Bare, 
simple and compound predicate. 

Complements. 

Modifiers: Adjective — modifying nouns; adver- 
bial — modifying verbs, adjective, adverbs. 

Connectives. 

Independent elements — interjection, vocatives, 
nominative absolute. 



24 Syllabus of Courses in Education 

(d) Clauses. 

Co-ordinate, subordinate; adjective clause and the 
relative pronoun; adverbial clause, conjunc- 
tive adverb, and subordinate connectives; sub- 
stantive clauses. 

(e) Parts of speech, 
i. Xouns. 

Common, proper, abstract, collective; number, 
person and agreement; gender; case, 
ii. Pronouns. 

Personal, relative; antecedent and agree- 
ment. The expletive, 
iii. Adjectives. 

Function — as distinguished from adverbs; 
kinds; comparison, 
iv. Verbs, 

Strong, weak, defective, redundant, regular, 
irregular, transitive, intransitive, copula- 
tive; principal parts; voice, mode, tense; 
person, number and agreement. Con- 
jugation, synopsis, modal auxiliaries, verb 
phrases. Special verb forms — the parti- 
ciple and the infinitive and use of each; 
the split infinitive. 
V. Adverbs. 

Function as distinguished from adjectives; 
comparison; conjunctive adverbs and 
their uses, 
vi. Prepositions. 

Use; prepositional phrases, 
vii. Conjunctions. 
Kinds. 



GEOGRAPHY. 

(Suggested time, 9 weeks.) 

The following outline is merely suggestive. Satisfactory 
results can be secured from any good outline. Free use of the 
adopted text for the county in which the teacher-training school 
is located is recommended. The adopted text may well be used 
for a text in this course. 



Teacher-Training High Schools. 25 

The following general references will be found very helpful: 

Carpenter's Geographical Readers. 

Commercial and Industrial Studies, Allen. 

The Continents and Their Peoples, Chamberlain. 

See State Course of Study, page 207. 

1. Study of the local community. 

(a) Occupations, industries and chief products. 

(b) Local trade, transportation and communication. 
Roads, railroads, rivers and canals, mail, telephone, 

telegraph. 

(c) Social institutions, charitable institutions, schools, 

churches, clubs, lodges, places of entertain- 
ment. 

(d) Government of home, school and town. 

(e) Directions, distance, making plats and maps, using 

a scale. The school yard or other familiar lo- 
cation should be used. " 

(f ) Keeping weather records, study of rain, frost, dew, 

snow, sleet, winds. 
State Course of Study: p. 205. 

2. Missouri. 

(a) Location, surface and drainage, climate. 

(b) Products, industries and occupations. 

(c) Trade routes and means of communication. His- 

tory of cities and causes.of their growth. Pop- 
ulation. 

(d) Social and educational institutions. Schools, elee- 

mosynary and penal institutions. 

(e) Political divisions and ofTicers. 

The "Missouri Red Book," published by the Bu- 
reau of Labor Statistics, Jefferson City, 
is good for reference on this topic. 

The "Missouri Blue Book," published by Secre- 
tary of State, 1920. 

State Course of Study: pp. 119-12L 

3. The Earth. 

(a) Shape, size, motions of the earth. 

(b) The zones, equator, axis, poles, tropics; great, small 

and polar circles; latitude and longitude; 
hemispheres. 

(c) General position and relative size of land and water 

bodies. 



26 Syllabus of Courses in Education 

4. Grand divisions. 

Position and size. Form and coast line, surface and 
drainage, climate and productions. All these 
should be considered comparatively and in rela- 
tion to use as the home of man. Chief political 
divisions and social characteristics of population. 
Type of government, present industrial and social 
condition, and principal trade centers. As this 
will be the only study given to South America, 
Africa, Asia and Australia, except in connection 
with commercial relations, work should be fairly 
complete. • 

5. The United States. 

Location, surface, drainage, climate; connect with 
colonization and expansion. Industries of each 
great section of the country; trade centers. Re- 
lations with neighboring countries. 

State Course of Study: 203-204 (seventh year). 

6. Europe. 

The countries of Europe in their historical and com- 
merical relationship with the United States; com- 
parisons of size and character of country; means 
of transportation and communication; racial compo- 
sition, density and character of population; educa- 
tional level, social organization and form of govern- 
ment; probable causes of emigration from these 
countries to the United States. 

COURSE II-A. MIND AND BODY. 

(Suggested time, 18 weeks.) 
I. The Study of Mind. 

This course in psychology should aim to consider psycholog- 
ical principles from a practical point of view. Since the course 
is for students who are to become teachers, it is necessary that 
special emphasis be placed upon the fundamentals of child 
study. Abstract or technical terms need not be dealt with 
extensively. 

References are to the books recommended for all teacher- 
training schools and so designated in the Hst at the close of this 
syllabus. Chapters are indicated by Roman notation and pages 
by Arabic characters. 



Teacher-Training High Schools. 27 

1. Introduction. 

General discussion of the nature and purpose of psy- 
chology and its value for the teacher. The mind, 
or consciousness. 
Betts: I. 

Colvin and Bagley: I. 
James: Talks to Teachers, II. 
Pyle: Science of Human Nature, Ch. 11. 

2. The nervous system. 

Betts: III. 

Colvin and Bagley: VII. 

Ritchie: 210-228. 

3. Sensation and perception. 

Betts: VI, VII. 
Colvin and Bagley: XII, XIII. 
James: Talks, XIV. 
Norsworthy & Whitley, Ch. VII. 

4. Instinct and its educational significance. 

Betts: XIII. 

Colvin and Bagley: III, VIII, IX, X. 

James: Talks, V, VI, VII. 

Norsworthy & Whitley, Ch. III. 

Pyle: Science of Human Nature, Ch. IV. 

5. Habit and the laws of habit formation. 

Betts: IV, V. 

Colvin and Bagley, XI. 

James: Talks, VIII. 

Pyle: Science of Human Nature, Ch. VI. 

Norsworthy & Whitley, Ch. XL 

6. Memory. 

Betts: XI. 

Colvin and Bagley: XV. 

James: Talks, XII. 

Pyle: Ch. VII. 

Magnusson, Ch. V. 

Norsworthy & Whitley, Ch. VIII. 

7. Thinking and reasoning. 

Betts: XII. 

Pyle: Ch. VIII. 

Colvin and Bagley: XVIII. 

Magnusson, Chs. VII and VIII. 

Norsworthy & Whitley, Ch. X. 



28 Syllabus of Courses in Education 

8. Individual differences. Causes, extent to which pupils 

differ, how individual differences should be pro- 
vided for. 

Colvin and Bagley: 231-235. 
Betts: 116-19; 125. 

Charters: Methods of Teaching, 121-136. 
Phillips: 118-124. 
Pyle, Ch. IX. 

9. Economy in learning. 

Betts: 171-178. 

Colvin and Bagley: XVII. 

10. Interest and attention. 

Importance; kinds or types of attention; relation 
of attention to interest; mediate and imme- 
diate interests; conditions required for suc- 
cessful school or home study. 

Betts: II, XVI. 

Colvin and Bagley: II, IV. 

James: Talks, X, XI. 

Wilson and Wilson: 21-25; 28; 30-40. 

11. Applied psychology. 

Pyle, Ch. X. 

PHYSIOLOGY, PERSONAL HYGIENE AND HOME 

NURSING. 

(Suggested time, 6 weeks.) 

TEXTS: Ritchie — Sanitation and Physiology. 

Lippitt — Personal Hygiene and Home Nursing. 

"The chief object in teaching physiology in the public 
schools is to train the pupils to keep their bodies in health." 

The aim of this course is to review the laws and principles 
of health to such an extent as will better enable students who 
are to become teachers to care for themselves and the children 
whom they will teach. 

"In the field of health, prevention is more effective than 
cure." 

1. The body. 

(a) The Nervous System. 

Ritchie, 23-31. Ch. XVI, XVIII. 



Teacher-Training High 'Schools. 29 



(b) 


The Skeleton. 




Ritchie, Ch. IX, V. 


(c) 


The Afiiscles. 




Ritchie, Ch. VI. 


(d) 


The Skin. 




Ritchie, Ch. VI. 


(e) 


Foods & Dietetics. 




Ritchie, Ch. VII, X. 


(f) 


Digestion. 




Ritchie, Ch. VIII, IX. 


(g) 


The Circulatory System. 




Ritchie, XI. 


(h) 


Respiration. 




Ritchie, Ch. XII. 


Personal hygiene. 



(a) Health Getting and Health Keeping. 
Lippitt, Ch. I. 

(b) Care of the Skin and Hair. 
Lippitt, Ch. II. 

(c) Care of the Mouth and Teeth. 
Lippitt, Ch. III. 

(d) Clothing. 
Lippitt, Ch. IV. 

(e) Constipation. 
Lippitt, Ch. VII. 

(f) Ears, Nose and Throat. 
Lippitt, Ch. VIII. 

(g) Colds. 
Lippitt, Ch. IX. 

(h) The Eyes. 

Lippitt, Ch. X. 
(i) Effects of Posture on Health and Efficiency. 

Lippitt, Ch. XL 
(j) Exercise. 

Lippitt, Ch. XII. 
3. Home nursing. 

(a) General Home Nursing. 
Lippitt, Ch. XIII. 

(b) Temperature, Pulse and Respiration. 
Lippitt, Ch. XIV. 

(c) Bed-making. 
Lippitt, Ch. XV. 



30 Syllabus of Courses in Education 

(d) Bathing a patient in bed. 
Lippitt, Ch. XVI. 

(e) Communicable Diseases. 
Lippitt, Gh. XVIII, XX, XXI. 
Ritchie, Ch. X-XXVI. 

(f) Nursing Communicable Diseases. 
Lippitt, Ch. XIX. 

(g) Non-communicable Diseases. 
Lippitt, Ch. XXIII. 

(h) Foods for Invalids. 

Lippitt, Ch. XXIV. 
(i) Administering Medicine. 

Lippitt, Ch. XXV. 
(j) Common Emergencies, Poisoning, Common In- 
juries. 

Lippitt, Ch. XXVI-Ch. XXL 

COURSE II-B. 

(Suggested time, 12 weeks.) 
RURAL SCHOOL MANAGEMENT AND ADMINISTRATION, 
I. The School Equipment and Its Use. 

1. Care and improvement of the school grounds. 

Carney, 223-229. 

Fought, 154-165; 165-178. 

Kern, III. 

School Law, 10801 (Arbor Day). 

Wilkinson, Ch. VI. 

2. Play and the School Playground. 

Wilkinson, Ch. VII. 

(a) Functions of play and playgrounds. 

(b) Difficulties encountered. 

(c) How to equip and use the school playground. 

3. Decoration and improvement of the schoolroom. 

Carney, 216-219. 
Colgrove, 202-203. 
Fought, 141-153. 
Kern, V. 
School Law, 4615. 

4. The Blackboard and its use. 

Dressier, 41-49. 



Teacher- Training High Schools. 31 

5. Library, dictionaries and reference books. y 

Briggs & Coffman, XVII (Dictionary). 

Sherman & Reed, XIII (Dictionary). 

Colgrove, 203-205. 

School Laws, 10885; 8184-8186. 

State Course of Study, 225-270. 

(Laws and list of books with suggestions.) 

6. Maps, charts, globes, pictures, etc. 

Carney, 350-358; 372-373. 

Charters' Methods of Teaching, 366-371. 

Colgrove, 200-201. 

II. The Teacher. 

1. Qualification. 

Sears, Ch. XVI. 

Bagley, XVIII. 

Colgrove, 3-29; 34-67. 

Davis: The Work of the Teacher, 313-319. 

Woofter, Ch. III. 

2. Duties and relationships in the community. 

Wilkinson, XVIII. 

Woofter, 59-64. 

Sears, 42-45, 50, Ch. XIX. 

Carney, IX. 

Davis:* The Work of the Teacher, XII. 

3. Teacher improvement. 

Summer schools, teachers' meetings and associa- 
tions, reading circles, travel, general and profes- 
sional reading, visiting, schools, self-examination 
and criticism. 
Colgrove, 29-33. 
Fought, 75-76. 

School Law, 10934 (associations). 
Sears, XVII, XVIII. 

III. School Management and Administration. 

1. Organization of the school. 
Bagley, 20-29. 
Colgrove, Ch. X. 
Woofter, 45-48. 
Sears, IX. 



32 Syllabus of Courses in Education 

2. The daily program. 

Arrangement of recitation and study periods, including 
general or "opening" exercises. Their purpose, 
value, and forms adapted to one-room school 
conditions. 
Sears, XII. 
Woofter, 48-54. 
Colgrove, 176-188. 
Wilkinson, VIII. 
State Course of Study, 8-9. (Daily program.) 

3. School government. 

A general study of the purpose, nature and conditions 
of school discipline. School punishment and pupil 
self-government. 
Wilkinson, XII. 
Sears, VI, VII. 
Woofter, VII. 
Colgrove, XXIV. 
Colvin and Bagley, 153-156. 

4. Incentives. 

Bagley, 158-187. 
Colgrove, 384-390. 
Sears, VIII. 
Woofter, 118-120. 
Wilkinson, XI. 
Freeland, IV. 

5. The recitation. 

The purpose of the recitation as viewed by teacher and 
pupil, the need and nature of preparation, the 
assignment, the study period, questions and 
answers of teacher and pupil, the use of illustrative 
material and apparatus, common mistakes in the 
recitation and means of correcting them. 
Sears, XIII, XIV. 
Woofter, VI. 
Davis, VII. 
Bagley, 210-213. 
Colgrove, XVII-XXI. 

6. Reviews and Examinations. 

Sears, XV. 
Williamson, XIII. 



Teacher-Training High Schools. 33 

7. Classification, gradation and promotion. 

Sears, X. 

8. Attendance, records, reports. 

Sears, V. 
Wilkinson, XIV. 
Davis, X. 

9. New compulsory attendance law. 

1919 Supplement, pages 9-14. 
10. Important school law relating to rural schools. Refer- 
ences given below are to the Revised School Laws. 

(a) Teachers' meetings, sections 10933, 10934. 

(b) Records and reports required, 10861, 10935. 

(c) Teacher's contract, 10787. 

(d) New compulsory attendance law. Revised supple- 

ment, pages 9-14. 

(e) Length of term and securing state aid, 10846. 

(f) Free textbook law, pages 141-142. 

(g) Certificates, article IX, page 127. Teacher-Train- 

ing certificate; life of; registering with county 
superintendent; how exchanged for first grade 
county, section 7, page 104. (See Sec. 10 
of Teacher-Training regulations in the sylla- 
bus.) County and state certificates. 



COURSE THREE— METHOD, OBSERVATION AND 
PRACTICE TEACHING. 

This course, given during the fourth high school year, deals 
with the teaching process through a study of general principles 
of method, and their application to m^ethod in the special sub- 
jects and observation. The work should be closely correlated 
with that of Course Two. It has seemed unnecessary to offer 
suggestions for a plan of study in all subjects, since the point 
of view remains the same, and students will have gained power 
to use the library to advantage; consequently, section X, 
dealing with a number of branches, contains only lists of refer- 
ences. The topics listed below may be taken up in the order 
thought best by the teacher. For instance, some teachers may 
desire to begin with the study of prim.ary reading, since it will 
be possible for pupils to observe during the first month the steps 
in teaching beginners to read. 



34 Syllabus of Courses in Education 

I. General Piinciples. 

1. The aim of education, the function of the school, and 

reasons for considering these topics; knowledge, 

mind training, culture, utiUty, moral character, 

social efficiency as aims. 

Bagley, 1-12. 

Charters: Methods of Teaching, 9-25. 

Colgrove, 93-114; 206-216. 

Sears, I, II. 

Miller: Education for the Needs of Life, II. 

Strayer, 1-11. 

2. The child as a factor in education. 

Differences between children and adults; between chil- 
dren of different ages; between children of the 
same age; between the same child at different 
ages; between the same child under different 
teachers or environments and in different moods. 
The importance for the teacher of knowing and 
studying these differences. 
Charters: Methods of Teaching, 121-136. 
Colgrove, 39-52; 220; 236-238. 
Sears, III. 
Miller, III. 
Woofter, V. 
Strayer, 12-31. 

3. The course of study in relation to education. 

The content of the course of study — subject matter; 
logical or psychological arrangement; formal and 
content studies; correlation of studies; alterna- 
tion as a means of gaining in efficiency. 
Charters: Methods of Teaching, 26-41; 208-223 

(Psychological or logical). 
Charters: Teaching the Common Branches, 322- 

327. 
Colgrove, 115-142. 
Strayer, 232-239. 
Sears, XI. 
Miller, IV. 
Davis, III. 

4. Presenting subject matter. General terms. 



Teacher-Training High Schools, 35 

The problem of motivation and interest; appreciation; 

inductive and deductive learning; observation and 

experiment, hypothesis, inference, verification. 

Charters: Methods of Teaching, 146-184; 314-321; 
337-343. 

Charters Teaching the Common Branches, 328-334. 

Colgrove, 220-236; 242-253. 

James: Talks, V (Impression and Expression). 

Strayer, 174-178. 

Sutherland, 145-149 (Induction and deduction re- 
lated to geography). 

Wilson and Wilson, II, IV. 
Presenting subject matter — the lesson. 

(a) The assignment. 
Bagley, 192-206. 

Charters: Methods of Teaching, 396-414. 
Charters: Teaching the Common Branches, 342- 

345. 
Colgrove, 269-271; 275-289. 
Sears, 178-180. 
Davis, VI. 

(b) Study. 
Bagley, 206-210. 
Colgrove, XX. 
Sears, 180-187. 
Davis, VIII. 
Strayer, 86-100. 

(c) Recitation. 

i General phases. 
Study of the needs of each pupil in prepara- 
tion of lessons; social phases of recita- 
tion and responsibility of pupils to the 
class; distribution of teacher's questions 
and attention to individual pupils; ques- 
tions asked by pupils; position, language 
and attitude of pupil and teacher. (For 
other references, see Course Two-B, "the 
recitation.") 

Charters: Teaching the Common Branches, 
335-341. 

Charters: Methods of Teaching, 266-270. 
Colgrove, 254-262; 339-345. 



36 Syllabus of Courses in Education 

Earhart, II. 
Davis, 154-183. 
Sears, 188-202. 
Strayer, 107-113; 129-138. 
ii Questioning. 

Charters: Methods of Teaching, 296-313. 
Sears, 202-205. 
Davis, 183-193. 
Strayer, XI. 
iii Use of illustrative material. 

Charters: Methods of Teaching, 365-373. 
Earhart, 75-77. 
Davis, 193-221. 
Sutherland, 192-216; 235-260. 
(For further references, see Course Two- 
B "the blackboard and its uses," 
and "maps and other equipment.") 
6. Presenting subject matter — types of lessons. 

The purpose, proper use and limitations of each type; 
peculiar difTiculties and means of making each 
effective. The following types are not to be con- 
sidered co-ordinate or distinct in application. 
For example, a development lesson may use a 
textbook; textbook lessons have to be developed. 
In a given exercise several types of lessons may 
appear. 

(a) Development lesson. 

Development considered as the inductive way of 
learning as well as a form of lesson; use of 
development in appreciation lesson (art, mu- 
sic, literature); limitations and dangers in 
use of method. 
Bagley, 197-202. 
Charters: Methods of Teaching, 270-276; 321- 

330. 
Colgrove, 322-338. 
Strayer, 51-69; 78-85 (Appreciation lesson). 

(b) Textbook lessons. 
Bagley, 188-192. 

Charters: Methods of Teaching, 278-295. 
Colgrove, 339-343. 
Strayer, 108-110. 



Teacher-Training High Schools. 37 

(c) Review lessons, and written lessons. 
Charters: Methods of Teaching, 355-364. 
Earhart, XIII. 

Strayer, 101-106. 

(d) Drill. 

Charters: Methods of Teaching, 374-378; 383-395. 
Colgrove, 346-353. 
Earhart, XII. 
Strayer, 41-50. 
7. Lesson plans. 

Preparation of assignments and practice in assigning 
work to the class; the length and unity of lessons 
as seen in observation lessons; formulation of 
questions, determining aims and points to be 
emphasized, the making of summaries. 
Charters: Methods of Teaching, 208-223; 430-434. 
Earhart, XV. 

Sherman and Reed, 164-171; 184-197 (Reading). 
Strayer, XVI. 
Sutherland, 149-159 (Geography). 

II. Observation Lessons. 

1. General suggestions. 

The best time to have an observation lesson is when such 
a lesson will assist in the solution of some problem 
which the class has under consideration. The spe- 
cific points to be looked for should be worked out 
before any given visit is made. As a general 
rule, in planning an observation lesson, it is 
advisable to concentrate on a few definite phases 
of one problem. 

The value gained from observation lessons depends upon 
the attitude of the observer. Looking for mis- 
takes always finds them; expecting the remark- 
able or spectacular leads to disappointment, for 
much of good classroom work is neither unusual 
nor exciting. Critical study with technical cor- 
rectness of procedure in mind sometimes under- 
estimates the value of appreciation and inspira- 
tion. The whole purpose of the teacher should 
be understood before a step is pronounced wrong. 



38 Syllabus of Courses in Education 

No method or device is of universal application, 
and there are usually several right ways of pre- 
senting a topic, or unit of subject matter. When 
possible, students should know beforehand the 
content and general plan of the lesson to be taught 
in their presence. The teacher whose room is 
to be visited should also be informed of the in- 
tention of the class to visit at given class periods. 
The training teacher should accompany the class 
in order to conduct the discussion at the next class 
period. This discussion, when well managed, will 
emphasize strong as well as weak points in the 
presentation. Local conditions need to be con- 
sidered in determining the number and distri- 
bution of observation lessons. The required num- 
ber, thirty, represents the minimum and a much 
greater number should usually be provided for.. 
Devote a majority of the lessons to the primary 
grades. The minimum number of observation 
lessons for each subject is as follows: Reading 
and spelling, five; language, composition and 
grammar, five; arithmetic, five; history and gov- 
ernment, three; geography, physiology, agricul- 
ture and nature study, eight; writing, drawing and 
handwork, four. Where possible, the teacher- 
training students may be assigned to assist the 
regular grade teachers during a part of each day 
for a period of two or three weeks. This should be 
done during the latter part of the year and the 
students should be required to assist in preparing 
illustrative material and references, and in making 
out daily and monthly reports. 
At least five entire days or ten half days should be spent 
in observing in rural schools according to one of 
the following plans: 

(a) Select a demonstration rural school and have 
pupils observe, and if possible, teach classes in it. 
This will prove helpful when such a school is 
near and all parties are favorable to such a measure. 

(b) Send individual pupils out for a week's observa- 
tion and teaching in selected rural schools. Ar- 
rangements should be made in advance with the 



Teacher-Training High Schools. 39 

school board and teacher of the rural school. The 
teacher-training student should spend this week 
in faithfully attending the rural school each day. 
She should observe, assist and if possible do some 
teaching. Each student should be required to 
make a full report on her week in the rural school. 
If possible, the teacher-training instructor should 
make at least one visit to the school during the 
week which the student spends there. 
(c) The entire class accompanied by the teacher-train- 
ing instructor may visit rural schools for observa- 
tion purposes. 
2. Outline for observation of lessons. 

This outline is offered for the purpose of suggesting def- 
inite points to be looked for. Teachers should 
work out with the class specific directions for 
each lesson. For a more detailed outline for use 
in studying rural schools, see Appendix A. 

(a) Atmosphere and general attitude. 

i. Attitude of pupils and teacher toward each 

other, 
ii. Interested or passive attitude toward the 
work, 
iii. Poise, animation and alertness of teacher, 
iv. Neatness of pupils and teacher. 
V. Position of each in standing or sitting, 
vi. Deportment of pupils, 
vii. The teacher's voice and ability to interest. 

(b) Children n-ot in the class reciting. 

i. Idleness or industry; application; character of 
work being done — its value. 

ii. Nature of written work. 

iii. Confusion or noise caused by pupils not im- 
mediately under eye of the teacher. 

iv. Interruptions of the teacher by pupils asking 
help. 

(c) General conditions external to the lesson. 

i. Temperature, ventilation, lighting, decora- 
tion of the room. 

ii. Size, character and arrangement of seats and 
economy of seating for recitation pur- 
poses. 



40 Syllabus of Courses in Education 

iii. Condition of blackboards, crayon trough and 
erasers and floor. 

(d) The lesson and its preparation. 

i. What indication that the lesson is adapted 
in length and character to needs of the 
class? 

ii. What evidence that pupils have studied; 
that the teacher has made preparation? 

(e) General plan of lesson. 

i. What is the aim? 

ii. What evidence of a lesson plan? How is wan- 
dering prevented? How are summaries 
made? 
iii. How is the relation to previous experience 

made clear? 
iv. To what extent are exact details or general 

principles emphasized? 
V. Which type of lesson is most in evidence? 
vi. What use is made of the textbook? 
vii. What proportion of the time is the teacher 

talking? 
viii. What is the character of the teacher's ex- 
planations? 
ix. Explain the attitude of children in the class 

while not reciting. 
X. What interest do children show in learning? 

In talking? 
xi. To what extent and by what means are pupils 
held responsible for the work assigned? 

(f) Questions and answers. 

i. Characterize the questions and answers as 
* clear, vague, definite, suggestive, nat- 

ural or bookish, 
ii. What use does the teacher make of leading, 
alternating, direct and textbook ques- 
tions? Fact or thought questions? 
iii. What indication that the general nature and 
form of questions have been planned? 
, iv. What order is followed in questioning mem- 
bers of the class? 
V. Do the teacher's manner and attitude in 
questioning suggest that a well-prepared 



Teacher-Training High Schools. 41 

lesson is expected or that faults and mis- 
takes are being looked for? What effect 
has the attitude? 
vi. How are questions distributed? 
vii. How many questions are asked by pupils? 
viii. What are the indications that pupils are 
thinking and are sure of their answers? 
ix. Are answers spoken so as to be understood by 
all members of the class? How do you 
know? 
X. Does the teacher repeat the answers of pu- 
pils? Why? 
(g) Attention to individual pupils. 

i. What per cent of pupils take part? What at- 
tention does the teacher give to bright, 
slow and dull pupils? 
ii. How is individual help given? What is the 
effect upon members of the class who 
do not need help? 
iii. What is done to help backward children in 

the power of expression? 
iv. What, if any, are the indications that pupils 
are hampered by defects of vision, hear- 
ing, or speech? 
(h) Use of illustrative material. 

What use is made of blackboard drawings, dia- 
grams, charts, jother graphical means, meas- 
ures and illustrative stories? What devices 
for holding interest through appeal to motor 
activity? 
(i) The assignment. 

i. When and how is it made? 
ii. How much time does it occupy? 
iii. What specific directions are given? How many 

pupils know what is expected of them? 
iv. What motive has been supplied for doing the 
work assigned? 
References on Observation Lessons. 
Bagley, 275-289. 
Gilbert, 122-125. 
Sherman and Reed, 164-183. 
Strayer, 224-231. 



42 Syllabus of Courses in Education 

III. Reading. 

L Purpose. 

Charters: Teaching the Common Branches, 104- 

113. 
Klapper: Teaching Children to Read, 1-4. 
State Course of Study, 14. 
Woofter: Teaching in Rural Schools, 137. 
McFee: The Teacher, The School, The Community, 

VIII. 

2. The story in primary reading. 

All students should have practice in telling oral stories, 
and should be given opportunity to observe story 
telling in the primary grades. 

(a) Purpose of story telling. 
Bryant: How to Tell Stories, I. 
Cather: Educating by Story Telling, I. 

(b) How to tell stories. 

Bryant: How to Tell Stories, 57-109. 

Bryant: Stories to Tell, IX, XLYII, XXXVII- 

XLIII. 
Goldwasser, 93-107. 

Klapper: Teaching Children to Read, 92-99. 
Cather: Educating by Story Telling, VII. 

3. The first lessons. 

The child's knowledge and interest on entering school; 
the problem of motivation; conversation and lan- 
guage lessons and stories; association, habit, imi- 
tation and drill in learning to read; learning of 
script and print. 
Arnold, 160-161; 170-176. 
Briggs and Coffman, 49-54. 
State Course of Study, 19-20. 
Woofter, 141-147. 
Sherman & Reed, IX. 

4. Formal methods and devices. 

Alphabet, phonic, word, sentence, combination methods 
with characteristics and advantages of each; 
charts, primers, "flash" cards, the blackboard and 
its use. 

Briggs and Coffman, 24-35; 70-78 (word-drills); 
79-91 (phonics). 



Teacher-Training High Schools. 43 

Charters: Teaching the Common Branches, 118-122. 
Klapper: Teaching Children to Read, V, VI. 
Sherman and Reed, 83-95. 
State Course of Study, 15-19 (first year). 
Woofter, 138-140, 147-153. 

5. Incidental reading and the use of play. 

Briggs and CofTman, 65-69. 

Charters: Methods of Teaching, 78. 

Charters: Teaching the Common Branches, 123-124. 

Goldwasser, 6-29. 

6. Dramatization. 

Briggs and CofTman, 92-104; 111-127; 233-237. 

Bryant: How to Tell Stories, 110-126. 

Bryant: Stories to Tell Children, XXXYll-XLlU. 

Oilman and \YilIiams, 113-127. 

Sherman and Reed, X. 

Cather, XI. 

7. Oral and silent reading, sight reading, and concert 

reading. > 

Briggs and Coffman, 55-67; 203-211; 199-202 

(sight reading). 
Klapper: Teaching Children to Read, 137-149. 
Sherman and Reed, 121-127. 
Woofter, 154-161. 

8. Assignment, study and seat work. 

Briggs and CofTman, 105-110; 212-232. 
Charters: Teaching the Common Branches, 137-138. 
Sherman and Reed, 109-113 (assignment). 
State Course of Study, 18-19. 

9. Teaching the use of the dictionary. 

Briggs and CofTman, 173-185. 
Klapper: Teaching English, 189-196. 
State Course of Study, 20; 22; 24; 36-38. 
Sherman & Reed, XIV. 

10. The work of the first two grades. 

This should be carefully studied as outlined in the State 
Course of Study, pp. 15-20. As far as possible, 
students should be familiar with the literature 
recommended for these years. 



44 Syllabus of Courses in Education 

IV. Spelling. 

1. The purpose of spelling. 

Charters: Teaching the Common Branches, 1-5. 
Klapper: Teaching of English, 160-162. 
State Course of Study, 77-79. 
Woofter, 187-188. 

2. Content of spelling. 

A good way to select words for spelHng lessons is to 
choose for each pupil the words he misspells in 
his written work. So far as possible pupils should 
be excused from studying words which they never 
fail to spell correctly. When a misspelled word 
is found, the attempt should be made to discover 
why the error was made. It will often be found 
that certain pupils repeatedly make the same type 
of mistake. It will also be discovered that the 
same words are the difTicult ones for the majority 
of the class. When the troublesome word has 
been found, and the reason for the mistake dis- 
covered, the best means of helping the pupil 
has been suggested. To illustrate, "government" 
is often misspelled, probably because of poor 
pronunciation; "quantity" is misspelled for the 
same reason or because of confusion with "qual- 
ity." Lists of incorrectly spelled words should 
not be placed before pupils, but the teacher can 
well afford to study the mistakes made by pupils 
and vary the method and the content of the lesson 
to suit each individual case. 
The class should correct and grade spelling papers and 
some of the other written exercises of several grade 
rooms during a number of weeks. Certain mis- 
takes will be found to recur frequently. Dis- 
cuss the reasons for these and plans for avoiding 
or correcting the mistakes. 
Woofter, 188-192. 
3. Method and devices. 

i. Length of lessons. 

ii. Pronunciation, syllabication, diacritical mark- 
ings, 
iii. Rules for spelling (very few). 



Teacher-Training High Schools. 45 

iv. Spelling reform (Charters: Teaching Com- 
mon Branches, I). 
Woofter, 192-194. 
V. Oral and written spelling lessons and the im- 
portance of appealing to visual, auditory 
and motor perception. 
Woofter, 195. 
vi. Phonics, dictation, drills (State Course of 

Study, 31-36.) 
vii. Correcting mistakes. 

viii. Correlation and incidental teaching. (State 
Course of Study.) 
ix. The value of spelling matches and contests. 
References on spelling. 
Bagley: Classroom Management, 238- 

242. 
Charters: Teaching the Common Branches, 

I. 
Goldwasser: Method and Methods in 

Teaching English, 119-130. 
Klapper: Teaching of English, IX. 
State Course of Study, 77-84. 
Wilson and Wilson, 12; 244; 190-192. 
X. Simplified spelling. 
Woofter, 196-197. 

V. Writing. 

Purpose; standards of writing, Thorndike tests; various 
"movements" in writing; cramped writing and 
other problems of beginners; copies, copy books, 
blackboard models and copies; application of the 
habit law in making specific correction and im- 
provements; self-criticism and development of 
good writing ideals by pupils; neatness and form 
in blackboard exercises; attention to penmanship 
and correct form in all written work. Students 
should study and correct written work from the 
lower grades. 

Bagley, 47-49; 83-84; 232-235; 301-315. 
Woofter, XII. 
Charters: Teaching the Common Branches, II. 



46 Syllabus of Courses in Education 

State Course of Study, 85-88. 
Wilson and Wilson, 12, 185-190. 

VI. Language, Composition and Grammar. 

1. Purpose of language, composition, grammar. 

Woofter, 163-165. 

Driggs: Our Living Language, pages 3-10. 

Charters: Methods of Teaching, 63-70. 

Charters: Teaching the Common Branches, 44-47; 

73-77. 
Klapper: Teaching of English, I, XIII. 
State Course of Study, 39. 

2. Method and device. 

(a) Nature and extent of the child's vocabulary when 
he enters school and how acquired; importance 
of imitation, association and habit in language 
and composition; incorrect expressions and how 
to correct habitual errors; memorizing as a means 
of fixing proper language forms and combinations. 

(b) Lack of motivation as a cause for dislike of com- 
position writing, and means of furnishing motive; 
value of telling real experience to appreciative 
listeners, and writing real descriptions and letters; 
the use of excursions, field trips, dramatization 
and picture study in teaching. 

(c) The importance of requiring correct language in all 
oral exercises, and neatness and correct form in 
all written material; the amount of written work 
required; marking errors on written lessons. 
Bagley, 235-236. 

Charters: Teaching the Common Branches, III. 

Goldwasser, 227-241; 253-260. 

Klapper: Teaching of English, II, III, IV, V, VII, 

vni. 

Strayer: The Teaching Process, XXI (Lesson 

Plans). 
Woofter, 165-180. 
Driggs, 24-30. 

3. Correlation of language and composition with other 

subjects; examples of specific correlations (State 
Course of Study, 105). 



Teacher-Training High Schools. 47 

4. Course of Study by grades. 

Chief attention should be placed upon the work of the 
first three years. As far as possible, students 
should become familiar with the literature recom- 
mended for these grades. Devote a number of 
observation lessons to language in the primary 
grades. The class should study the written lan- 
guage work of the lower grades and correct many 
sets of papers. 
Goldwasser, 141-226. 
State Course of Study, 41-60. 
References on Grammar and Language. 

Charters: Methods of Teaching, 63-70. 

Charters: Teaching the Common Branches, III, lY. 

Goldwasser: Method and Methods in Teaching 

English, 198-241. 
Klapper: Teaching of English. 
State Course of Study, 68-77. 
Strayer: The Teaching Process, XVI; 267-272. 
^Yoofter, 181-186. 
Driggs, 81-88. 

VII. Geography. 

1. Purpose of geography. 

Charters: Method of Teaching, 74-77. 

Charters : Teaching the Common Branches, 2 1 6-2 18. 

Dodge and Kirchwey, 7-14. 

Sutherland, VI. 

Woofter, 231-234. 

2. What the course should include. 

Dodge and Kirchwey, 18-27. 
State Course of Study, 199-206. 
Sutherland, III. 

3. Method and devices. 

Home geography, correlations of geography; study of 
types; comparative studies, and other method 
problems. 

Charters: Teaching the Common Branches, 222-238. 
Dodge and Kirchwey, 26-86; 98-109. 
Sutherland, IV, V, X, XI, XIV, XV. 
Woofter, 234-248. 



48 Syllabus of Courses in Education 

4. Illustrative material. 

Use of the blackboard; physical, political, relief, out- 
line, dissected, product and weather maps; the 
sand table; pictures and post cards; globes; mu- 
seum and collections. The class should plan and 
make geography excursions. When practicable, 
members of the class should accompany and assist 
grade teachers in field trips. 
Carney, 350-352. 
Charters: Teaching the Common Branches, 232- 

237. 
Dodge and Kirchwey, 86-92; 111-116; 126-152; 

217-231. 
Sutherland, XVII, XVIII, XIX. 

5. Course of study by grades. 

Give special attention to the work of the third and 

fourth years. 

State Course of Study, 199-207. 
References on Teaching of Geography. 

Carney: Country Life and Country School, 350-352. 

Charters: Methods of Teaching, 74-77. 

Charters: Teaching the Common Branches, IX. 

Dodge and Kirchwey: The Teaching of Geography. 

Johnson: Education by Plays and Games, 147-149. 

Sutherland: The Teaching of Geography, 

State Course of Study. 

Wilson and Wilson, VIII. 

VIII. Arithmetic. 

1. Purpose of arithmetic. 

Charters: Teaching the Common Branches, 273-274. 

Smith, II. 

Lindquist, 3-6. 

State Course of Study, 88-89. 

Suzzallo, 9-17. 

Woofter, 250-251. 

2. What the course should include. 

Brown and Coffman, 115-122. 
Charters, 274-277. 
Lindquist, IV. 
Smith, III, VIII. 



Teacher-Training High Schools. 49 

Woofter, 251-253. 
Wray, 114-118. 

3. Method and devices in primary arithmetic. 

(a) The first work should consist of comparing, meas- 
uring, and counting. The number idea must be- 
gin with concrete material and activities of the 
child's daily experience. Much can be accom- 
plished by incidental teaching and correlation with 
other subjects. 

Charters: Methods of Teaching, 261-264. 
Smith, VI, XI, 95. 
Woofter, 253-257. 
McFee, IX. 

Lindquist: Modern Arithmetic Methods and Prob- 
lems, IX. 
State Course of Study, 91-95. 
Suzzallo, 26-31; 42-52. 

(b) Much drill is needed to give mastery of the ele- 
mentary combinations and the multiplication 
table. The aim of the mechanical work of the 
early grades is to make these processes auto- 
matic. Drill becomes inefTicient when, through 
monotonous repetition, it ceases to hold atten- 
tion. Play, contests, number puzzles, and other 
devices for holding interest should be used. 
Lindquist, VII. 

Brown and Coffman, 92-109; 137-142. 

Charters: Teaching the Common Branches, 290^295. 

Smith, 96-101; XIV. 

State Course of Study, 93-100. 

Suzzallo, 69-82. 

(c) Along with drill in mechanical phases of arith- 
metic children should understand the reason for 
each step taken. But too early insistence upon 
full analysis and too much attention to the form 
of solutions should be avoided. 

Brown and Coffman, 82-91. 
Charters, 285-289. 
Smith, VIII, IX. 
Suzzallo, 89-95. 



50 Syllabus of Courses in Education 

4. The arithmeac course by years. 

Chief emphasis in this class should be placed upon the 
work of the first three years. A number of ob- 
servation lessons should be devoted to the pri- 
mary grades. Students should become familiar 
with the written arithm_etic work of the lower 
grades. Where it is practicable, members of the 
class will be helped by giving individual instruc- 
tion to grade children who are backward in arith- 
metic. 

Brown and Coffman, 148-170. 
Smith, XV-XVIII. 
Woofter, 257-263. 

For other m.aterial upon the teaching of arith- 
metic, consult general suggestions for arith- 
metic in the State Course of Study, pages 88- 
107. 
References on the teaching of arithmetic. 

Bagley: Classroom Management, 299-315. 
Brown and Coffman: How to Teach Arith- 
metic. 
Charters: Teaching the Common Branches, 

XII. 
Perry: Problems of the Elementary School, VI 

(Devices). 
Strayer: The Teaching Process, XVI (Lesson 

Plans), 272-281 (OutUne). 
Lindquist: Modern Arithmetic Methods and 

Problems. 
Smith: The Teaching of Arithmetic. 
State Course of Study, 91-107. 
Suzzallo: The Teaching of Primary Arith- 
metic. 
Wilson and Wilson, IX. 

IX. History and Civics. 
1. Purpose. 

Charters: Method of Teaching, 72-74. 

Charters: Teaching the Common Branches, 240-243; 

266-268. 
Strayer, 301-302. 
Woofter, 211-213. 



Teacher-Training High Schools. 51 

2. Method and course of study. 

The important and typical to be studied; stories, biog- 
raphy of heroes and leaders and oral biographical 
treatment in primary and intermediate grades; 
^history in connection with holidays and "special 
day" exercises; study of civics by means of cur- 
rent and recent well-known events; use of clip- 
pings, magazines and newspapers; correlation ' 
with literature, geography and handwork; rela- 
tive attention to memory and thinking; studying 
with pupils and helping them to study; formu- 
lation of problems and study questions; debates; 
questions prepared by pupils; outlines and use of 
notebooks; the necessity of definite page ref- 
erences; relative importance of causes and results, 
and events; the use of objects, relics, pictures, 
scrap-books, photographs, the blackboard and 
construction work in teaching history. 
Woofter, 213-229. 

3. The course of study by years. 

So far as possible, students become familiar with the 

books recommended in the State Course of Study, 

pages 76-81, and understand the general plan of 

the course with its correlations. 
References on history and civics. 

Charters: Methods of Teaching, 72-74. 

Charters: Teaching the Common Branches, X, XI. 

Committee of Eight: The Study of History, 92- 
116 (Method), 1-92 (Course). 

Dodge and Kirchwey, 103-106. 

State Course of Study, 108-155. 

Strayer: Teaching Process, XYI (Lesson plans); 
298-311. 

Sutherland: The Teaching of Geography, V. 

Wilson and Wilson, VII. 

X. References on Other Subjects. 

1. Physiology. 

Charters: Teaching the Common Branches, XIII. 
State Course of Study, 207-211. 
Woofter, Ch. XVII. 



52 Syllabus of Courses in Education 

2. Agriculture and nature study. 

Charters: Teaching the Common Branches, XIV. 

Hodge: Nature Study and Life. 

Woofter, Ch. XVL 

State Course of Study, 183-189; 156-183. 

Strayer: The Teaching Process, 195-197; 218-221 

(Lesson Plans). 
McFee, XVI. 
Wray: Jean Mitchell's School, XV, XVI. 

3. Primary handwork, manual and household arts. 

Charters: Teaching the Common Branches, VIII. 

Woofter, XVIII. 

Kern: Among Country Schools, XIV (Manual 

Training). 
State Course of Study, 218-253. 

4. Drawing and music. 

Briggs and Coffman, 120-127. 

Charters: Teaching the Common Branches, VI; 

VII (Music). 
Oilman and Williams, 38-46; 69-79; 85. 
State Course of Study, 211-215. 

5. Morals and manners. 

Griggs: Moral Education, I-XV; XVIII-XIX. 
Perry, 65-73. 
Pyle, XII. 
Woofter, 119-121. 
Strayer, 145-156. 

XI. Measuring Results of Teaching. 

1. Need for measuring results. 

Strayer & Engelhardt: The Classroom Teacher, 

165. 
Sears, 206-212. 

Miller: Education for the Needs of Life, 343-346. 
Wilkinson, 288-294. 
Davis, 255-258. 
LaRue: The Science and Art of Teaching, XIX. 

2. Means for measuring results. 
(a) The examination. 

Sears, 212-215. 

Strayer & Engelhardt, 165-166. 



Teacher-Training High Schools. 53 

Wilkinson, 294-298. 
Davis, 266-268. 

(b) Daily recitation. 
Wilkinson, 298-303. 

(c) Standard tests. 
Sears, 215-218. 

Strayer & Engelhardt, 166-204. 
Davis, 269-270. 
Bliss, VI. 

(d) Other means of measuring results. 
Sears, 218-220. 



SOCIOLOGY AND COMMUNITY CIVICS. 

This course may be offered during the junior or senior 
year and may be taught by any high school teacher who has had 
ample preparation for the work. 

The work in sociology should be a general course with con- 
siderable emphasis upon the rural phase of the work. The work 
in rural sociology should cover the outline given below. In ad- 
dition to references mentioned in the outline, Hanifan's The 
Community Center and Arp's Rural Education and the Consol- 
idated School will be found helpful in presenting this phase of 
the work. Towne's Social Problems, Ellwood's Sociology and 
Modern Social Problems and Burch and Patterson's American 
Social Problems are good texts for the general course. 

The work in civics should emphasize community civics. 
Such books as Dunn's The Community and The Citizen, Finche's 
Everyday Civics, Adams' Community Civics, Woodburn and 
Moran's The Citizen and the Republic will be found helpful in 
presenting this work. 

Rural Life Problems. 

1. Importance of rural life problems. 
Carver, 25-28; 334-337. 
Cubberley: The Improvement of Rural Schools, 

10-11. 
Foght: The Rural Teacher and His Worky pages 

1-14. 
Gillette, I. 



54 Syllabus of Courses in Education 

2. Rural and urban increase. 

Carver, 125-130; 338-339. 

Cubberley: Rural Life and Education, 8. 

Gillette, IV. 

3. Improvement of agricultural production. 

Carver, 155-162; 166-173; 197-202; 236-239; 266- 

272. 
Cubberley: Rural Life and Education, 36-51. 
Gillette, VII. 

4. Improvement of transportation and communication. 

Gillette, IX. 

5. Rural health and sanitation. 

Gillette, XI. 

Andress: Health Education in Rural Schools, Chs. 

I, II, III. 
Wilkinson, Ch. V. 
Fought: The Rural Teacher and His Work, Ch. 

V. 

6. Rural social institutions and their improvement. 

Carver, 342-359; 361-375. 

Cubberley: Rural Life and Education, V, VI. 

Gillette, XIV, XV. 

7. The school in relation to the home and community. 

Carney, VII, IX; 229-238. 

Carver, 359-362. 

Colgrove, VI. 

Cubberley: Rural Life and Education, VII. 

Gilbert, 209-235. 

Wilkinson, XV. 

State Superintendent's Report (1915): 114-126. 

8. Consolidation and transportation. 

Carney, VIII. 

Cubberley: Rural Life and Education, 230-244; 

334-338. 
Foght, 302-324. 
Gillette, 249-254. 
State Superintendent's Report (1915): 36-40. 

9. Approved rural schools. 

State Course of Study, 253-254. 
State Superintendent's Report (1915): 31-32; 
131-141. 



Teacher-Training High Schools. 55 

10. The rural school curriculum.. 

Cubberley: Rural Life and Education, XI. 
Carney, 239-246. 

11. The teacher and rural life problems. 

Cubberley: Rural Life and Education, XII. 
Carney, XI. 

PENMANSHIP. 

With teachers, penmanship should not be a lost art. I say 
this because this subject receives too little attention in the ele- 
mentary grades of many of our schools. This fact accounts for 
the poor handwriting of many of our teacher-training students. 
The teacher-training instructor will do a good part by her stu- 
dents by scoring their writing at the beginning of the school 
year, and pupils whose writing fails to score as high as twelve 
on the Thorndyke scale or as high as sixty on the Gettysburg 
Edition of Ayers' scale should be required to practice writing 
under guidance until their penmanship does approximate the 
above standards. A good manual should be in the hands of the 
student and the practice should be done with a pen. 

THE TEACHER-TRAINING ROOM. 

Now that teacher-training schools are to receive double the 
aid formerly received, the teacher-training room in every school 
should be in first-class condition. It should be well equipped 
for school work and should present a neat and attractive appear- 
ance at all times. Good seats, good blackboards and a well- 
chosen library fully adequate to the needs of the teacher-train- 
ing classes are requisites. Many schools have added much to 
the room by having the walls tinted in pleasing, restful colors 
and by providing a few appropriate pictures. The window 
shades are kept in good condition and in many instances window 
curtains have been provided by the instructor and students. 

PRACTICE TEACHING. 

One of the shortcomings of the teacher-training course is 
that it has not provided enough practice for the teacher-training 
students. This is the weakest place in the course and it is one 
that it is possible to strengthen. After an academic and pro- 



56 Syllabus of Courses in Education 

fessional basis has been laid one learns to teach by teaching 
under close supervision. Heretofore our students have not had 
enough training of this sort. We have sent them out to take 
charge of country schools, which present difTiculties that chal- 
lenge the best efforts of trained teachers, and it is little wonder 
that these beginners have often floundered and failed. 

As a solution for this problem the following suggestions are 
made: 

1. Cut short the discussion of general principles of method 
as outlined on pages 34, 35, 36 and 37 of the Teacher-Training 
Syllabus. 

2. Many of these principles can be sufTiciently discussed 
in connection with the discussion of the teaching of specific sub- 
jects, such as reading, geography, arithmetic, etc. 

3. The observation and practice teaching should be ap- 
proached in a systematic manner. After pupils have been pre- 
pared for observation by a discussion of the material outlined 
on pages 38, 39, 40, 41 and 42 of the Syllabus, the students 
should observe a considerable number of well-taught lessons in 
company with and under the supervision of the teacher-train- 
ing instructor. 

4. After a discussion of the lessons the student is prepared 
to lay some lesson plans that he is soon to teach. These plans 
should not be too elaborate, but they should be workable. In 
brief, a plan should set the aim that the student-teacher wishes 
to realize; should sketch the subject matter to be covered; 
should designate the steps that the student expects to take in 
developing the plan, and should provide for a summary of the 
class discussion. 

5. The student is now prepared to do some teaching, but 
this should be carefully graduated. At this time he is surely 
not full-fledged and prepared to do the work of an expert. It 
would be well for the instructor to provide for some group 
teaching first. In group work the beginning teacher has charge 
of five or six pupils. Under such a condition discipline is not 
a problem and the teacher can give her entire attention to the 
development of subject matter. After some group practice the 
student may be given charge of an entire class. By this time 
she should have gained sufficient confidence in herself and suffi- 
cient mastery of the teaching process to be equal to this greater 
responsibility. After sufficient practice in handling an entire 
class the student may, if she has been successful in her work, be 



Teacher-Training High Schools. 57 

entrusted with an entire room for a class period. When the stu- 
dent can do this successfully she is ready to do her practice 
teaching in a country school. 

6. If it is at all possible to do so, this period should cover 
two weeks instead of one. If a two weeks' period cannot be 
arranged for, the student should be given more practice in the 
grades of the city system. In all of this practice teaching the 
student should never be called upon to teach a class or take 
charge of a room without having had ample opportunity to pre- 
pare for the work she is to do. 



TRAINING FOR LEADERSHIP. 

The charge is often made that too many of our teachers are 
incapable of leadership and the worst thing about this charge is 
the extent to which it is true. The thing to do is for training 
schools of various grades to accept this criticism in good spirit 
and to supply the remedy. This is one phase of the rural 
teacher's training that is too important to be neglected. The 
reason is obvious. Today as never before educators and all 
thinking people are urging that the rural school be made the 
center of the community's activity, and the rural teacher is 
looked to as the logical leader in this work. If she is to be a 
real leader she must have training for this work. You ask, 
How can the school give this training? and the answer to this 
question is, Thru the extra curricula activities that any wide- 
awake school can provide. Many of our most progressive 
teacher-training instructors have had the vision to see the great 
need for this training and have seized every opportunity pos- 
sible to give it. Some instructors have organized teacher- 
training clubs and thru this medium have given their students 
practice in public speaking, debating, dramatization and parlia- 
mentary practice — all of which give that self-possession, poise 
and mastery of self which are^ invaluable assets to the success of 
any teacher. 

Follow-up Work and Co-operation With the County 
Superintendent. 

After the teacher-training student is graduated from the 
high school his work is to be supervised in the main by the 
county superintendent. This being true, it will prove a great 



58 Syllabus of Courses in Education 

help to these young teachers if they can make the acquaintance 
of the county superintendent while they are pursuing their 
teacher-training work. The superintendent will welcome the 
opportunity to come before the teacher-training classes occa- 
sionally to discuss different phases of rural life and rural teach- 
ing. He can also render invaluable service to these prospective 
teachers by placing them in schools where they can work to the 
best advantage. Likewise, our best teacher-training instruc- 
tors have rendered their former students inestimable service by 
keeping in touch with their work for a year or two until they 
have attained such proficiency that they are well on the road to 
real success as teachers. This follow-up work is done by means 
of conferences after school hours or on Saturdays, by means of 
correspondence or by use of the telephone, while a few of our 
instructors watch their opportunity on examination days or on 
holidays to make personal visits to the country schools taught 
by former students who are most in need of help. 

Here there is another phase of the young teacher's training 
that we must not neglect. Before these young people go out 
from the high school they should be impressed with the fact 
that they owe their county and their county superintendent 
loyalty, co-operation and the best service they can possibly 
render. The idea that they are a law unto themselves because 
they have a certificate which is good in any county of the state 
should be entirely banished from their minds. There is every 
reason to expect a high type of work from these young people, 
that they will prove themselves among the very best teachers 
in the rural schools of the state. 



OBSERVANCE OF RULES AND REGULATIONS. 

Again it becomes necessary to call the attention of students 
to the rules and regulations governing the teacher-training course. 
No statement made in these regulations is a dead letter. They 
are all necessary and must be conformed to. No exceptions can 
or will be made. Hence it is the plain duty of every student to 
make himself or herself thoroughly familiar with them. Doing 
so will save not only time, but also worry, and it may be dollars 
and cents. 



Teacher-Training High Schools. 59 



LIBRARY LIST 
Library. 

Every teacher-training school is required to have a profes- 
sional library of not less than one hundred fifty dollars in value. 
One hundred volumes of this library must be chosen from the 
list given below. In addition to this, schools must provide 
from fifteen to twenty-five dollars worth of professional books 
and magazines each year. The magazines and papers must be 
kept on file from year to year. The teacher-training library 
should be well supplied with copies ot texts used in rural schools. 
The books marked with a star are required. Those marked with 
a double star are suitable for use as texts. 

Books should be purchased in duplicates so as to make the 
library serviceable for a large class. The Library for teacher- 
training work should be kept in the teacher-training room. If 
this is not practicable, it should be arranged so as to permit stu- 
dents to secure books at any time during school hours. 

PSYCHOLOGY 

**Betts The Mind and Its Education Appleton 

**Colvin and Bag- 
ley. Human Behavior ■ ISIacmillan 

*James Talks to Teachers Henry Holt 

*Pyle The Science of Human Nature Silver B\irdett 

**Norswortliy and 

Whitley Psychology of Childhood Macmillan 

Peters Human Conduct Macmillan 

PhiUips An Elementary Psychology Ginn 

Dewey How We Think D. C. Heath 

Kirkpatrick Fundamentals of Child Study Macmillan 

Thorndike Principles of Teaching A. G. Seller 

]Magnusson Psychology as Applied to Education Silver Burdett 

MANAGEMENT AND ADMINISTRATION. 

*Bagley Classroom Management Macmillan 

*Colgrove The Teacher and the School Scribner 

**Woofter Teaching in Rural Schools Houghton :SIif- 

flin 
*Sears Classroom Organization and Control Houghton Mif- 
flin 

**Wilkinson Rural School Management Silver Burdett 

♦Davis The Work of the Teacher ISIacmillan 

*Foght The Rural Teacher and His Work Macmillan 

*Strayer and En- 

gelhardt The Classroom Teacher American Book 

Company 

*Freeland Modern Elementary School Practice Macmillan 

*McFee The Teacher, The School, The Community American Book 

Company 



60 Syllabus of Courses in Education 



Bagley School Discipline M^cmiUan 

Corson, Our Public Schools American Book 

Company 
Dressier School Hygiene :Macmillan 



METHODS 

*Lindquist Modern Arithmetic Methods and Problems Scott Foresman 

and Company 

*Freeland Modern Elementary School Practice .Macmillan 

*Charters Teaching the Common Branches Houghton Mif- 
flin 

*Davis The Work of the Teacher Macmillan 

Gather Educating by Story-Telling "World Book 

Company 

La Rue The Science and the Art of Teaching American Book 

Company 
*Sherman and 

Reed Essentials of Teaching Reading The University 

Pub. Co. 

Driggs Our Living Language — How to Teach It and How to Use It .The University 

Pub. Co. 
Cooley - Winchell- 

Spohr-Mar shall. Teaching Home Economics iMacmillan 

*Miller Education for the Needs of Life Macmillan 

*Bliss Methods and Standards for Local Schools D. C. Heath 

*Goldwasser Method and Methods in the Teaching of English D. C. Heath 

Brown and Coflf- 

man How to Teach Arithmetic Row Peterson 

*:Mahoney Standards in English World Book 

Company 

*Clark How to Teach Reading in the Public Schools Scott Foresman 

Committee of 

Eight The Study of History in the Elementary Schools Scribners 

Dodge and Kirch- 

wey The Teaching of Geography in the Elementary Grades Eand McXally 

Earhart Types of Teaching Houghton Mif- 
flin 

*Johnson Education by Plays and Games. Ginn 

Smith The Teaching of Arithmetic Ginn 

Suzzallo The Teaching of Primary Arithmetic Houghton ZSIif- 

flin 

*Charters Methods of Teaching Row Peterson 

Klapper The Teaching of English Appleton 

McMurry Special Methods in History Macmillan 

Strayer A Brief Course in the Teaching Process :Macmillan 

Sutherland The Teaching of Geography Houghton Mif- 
flin 

RURAL LIFE PROBLEMS. 

*Carver The Principles of Rural Economics Ginn 

Carver Organization of a Rural Community U. S. Dept. of 

Agri. (5 cts.) 
*Cubberly Rural Life and Education Houghton Mif- 
flin 

*Gillette Constructive Rural Sociology Macmillan 

*Carney Country Life and the Country School Row, Peterson 

*Betts and Hall.. . .Better Rural Schools Bobbs Merrill 

**Lippitt Personal Hygiene and Home Nursing World Book 

Company 

**Ritchie Sanitation and Physiology World Book 

Company 

*Wrav Jean Mitchell's School Public School 

Pub. Co. 

* Wilson The Evolution of the Country Community .Pilgrim Press 

*Andress Health Education in Rural Schools Houghton Mif- 
flin 



Teacher-Training High Schools. 61 

Bulletin No. 44 . . Organized Health Work in the Schools Bureau of Edu- 
cation 

*Kern Among Country Schools Ginn 

*Hanifan The Community Center Silver Burdett 

PLAYS, GAMES, AND ENTERTAINMENTS. 

*Bryant How to Tell Stories to Children Houghton Mif- 
flin 
*Bryant Stories to Tell Children Houghton Mif- 
flin 

Curtis Education Through Play Macmillan 

Gaynor Songs of the Child World — Books I and II John Church 

Co., Cincin- 
nati 

Sterne Neighborhood Entertainments Sturgis and 

Walton 

The following professional journals are recommended: 

Normal Instructor and Primary 

Plans Owens Publishing Co., Danville, N. Y. 

Primary Education Educational Publishing Co., Boston. 

Popular Educator Educational PubUshing Co., Boston. 

The School and Community . . . .Published by the Missouri State Teachers' Ass'n, Columbia. 

Missouri. 

School Arts Magazine School Arts Publishing Co., 130 Boylston St., Boston. 

School and Society (weekly) .... Science Press, Lancaster, Pa. 

Teachers College Record Teachers College, Columbia University. 

The Missouri School Journal.. .A. S. Lehr, Jefferson City, Missouri. 



New Books for the Teacher- Training Library. 

La Rue Psychology for Teachers American Book 

Co. 

McMurry Teaching by Projects Macmillan 

Arp Rural Education and the Consolidated School World Book Co. 

Branom The Teaching of Geography Ginn 

Engleman Moral Education in the School Benj. H. San- 
born. 

Rapeer Teqching of Elementary School Subjects Scribners 

Turner The Essentials of Good Teaching Heath 

Whitney The Socialized Recitation A. S. Barnes 

Alshouse and Root. A Brief English Grammar A. S. Barnes 

Bobbins The Socialized Recitation AUyn & Bacon 

Briggs & Coffman. .Reading in the Public Schools Row. Peterson 

Betts New Ideals in Rural Schools Houghton Mif- 
flin 

^Maxwell The Observation of Teaching Houghton :Mif- 

flin 
V 



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